From 2006 to 2022, the rate of high school dropouts in the United States significantly decreased. In 2022, the high school drop out rate was **** percent, a notable decrease from *** percent in 2006.

The school dropout rate indicates the share of people aged 18-24 holding at most a lower secondary school diploma who are not in education or training out of the total population between 18 and 24 years old. In the years between 2010 and 2024, the rate of school dropouts in Italy progressively decreased. As of 2024, the share of young people who prematurely ended education and training in Italy dropped to 9.8 percent, compared to almost 19 percent in 2010.

In 2023, around 23.5 percent of high school dropouts were unemployed, compared to 15.8 percent of graduates. See the United States unemployment rate and the monthly unemployment rate for further information. Unemployment among high school dropouts and high school graduatesAs seen from the timeline above, high school graduates are generally employed at a higher rate than individuals who had dropped out of high school. Since 2000, the share of high school dropouts to be employed has risen and fallen. Unemployment of high school dropouts reached a low in 2020 at 7.5 percent, falling well below graduates. In 2021, 90.1 percent of the U.S. population who were aged 25 and above had graduated from high school. Unemployment of high school graduates not enrolled in college is much higher than the national unemployment rate in the United States. As of 2021, unemployment in the U.S. was at 5.3 percent, down from a high of 9.6 percent unemployment in 2010, the highest yearly rate in ten years. Nationwide, unemployment is worst among farming, fishing, and forestry occupations, with a rate of 5.1 percent in May 2022, followed by construction and extraction occupations and transportation and material moving occupations. Not only were more than 7.5 percent of high school dropouts unemployed in 2021, but working high school dropouts earned less on average than individuals of any other level of educational attainment. In 2020, mean earnings of individuals who had not graduated from high school were about 26,815 U.S. dollars annually, compared to 39,498 dollars among high school graduates and 73,499 dollars among those with a Bachelor's degree.

Due to the COVID-19 pandemic in 2020, many schools in the United States had to make the switch to distance learning rather than in-person classes. Because of the switch to online learning, it is estimated that if in-classroom instruction does not resume until fall 2021, that there will be an additional *** million high-school dropouts in the U.S.

The variable examined is graduation status after four years of high school. Early and summer graduates are considered graduates after four years. The "other" rate includes students who dropped out of high school, enrolled in a GED program, transferred to post-secondary education, or have unknown status. Special education students in school after four years but subsequently graduated are not included in the "still enrolled" rate due to Individuals with Disabilities Education Act (IDEA) restrictions. The subgroups reported are gender, race/ethnicity, English language learners, special education students, and students eligible for free or reduced-price meals (FRPM). The data replace the rate of students enrolled in 12th grade in September who graduated the following June. Connecticut State Department of Education (SDE) collects data longitudinally by four-year cohorts. SDE reports and CTdata.org carries graduation rates of four-year cohorts annually.

Percent of Teens Who Are High School Dropouts (ages 1619) is the percentage of teenagers between ages 16 and 19 who are not enrolled in school and are not high school graduates. Those who have a GED or equivalent are included as high school graduates in this measure. The measure used here is defined as a status dropout rate. SOURCE: * U.S. Census Bureau, American Community Survey.

Number of persons aged 15 and over in private households with or without a high school diploma or equivalency certificate, and high school completion rate (measured using the variable Secondary (high) school diploma or equivalency certificate) by sex, age group and selected demographic characteristics, Canada, provinces and territories.

In 2022, about 5.1 percent of Hispanic students in the United States dropped out of high school in grades 10 to 12. This is down from a high of 11.6 percent in 1995.

On-time and extended-time graduation rates by gender, collected very year by the Council of Ministers of Education, Canada (CMEC) for the true cohort high school graduation rate data collection.

In 2023, the share of Sicilian and Sardinian students who left education before obtaining a high school diploma was the highest in the country, 17 percent. Overall, the southern regions and the islands recorded a higher share of young people who left school or training prematurely.

Historical census data (2006, 2011, 2016 and 2021) on percent distribution of the population by secondary (high) school diploma or equivalency certificate, including combinations of high school and postsecondary credentials.

In 2022, the high school drop out rate for American Indian/Alaska Natives in the United States was *** percent -- the highest rate of any ethnicity. In comparison, the high school drop out rate for Asians was *** percent.

Abstract (en): This data collection provides the second wave of data in a longitudinal, multi-cohort study of American youth conducted by the National Opinion Research Center (NORC) on behalf of the National Center for Education Statistics. The first wave of data was collected in 1980 (ICPSR 7896) and the third wave was collected in 1984 (ICPSR 8443). Student identification numbers included in each record permit data from these surveys to be merged with other High School and Beyond files. The base-year (1980) study incorporated student data from both cohorts into one file. Due to the more complex design of the First Follow-Up and a resulting increase in the volume of available data, separate files have been created for the two cohorts. The sophomore cohort portion of this collection replicates nearly all of the types of data gathered in the base-year study (ICPSR 7896), including students' behavior and experiences in the secondary school setting, outside employment, educational and occupational aspirations and expectations, personal and family background, and personal attitudes and beliefs. Also, the same cognitive test was administered in the base-year and follow-up surveys. The senior cohort portion, in contrast, emphasizes postsecondary education and work experiences. Education data include the amount and type of school completed, school financing, aspirations, and non-school training. Information is also provided on labor force participation and aspirations, military service, and financial status. The senior cohort did not take the cognitive test for the follow-up survey. Both cohorts provide demographic data such as age, race, sex, and ethnic background. The Transcripts Survey provides information on individual students such as the type of high school program, the student's grade point average, attendance, class rank and size, and participation in special education programs, plus course-oriented data such as the year a course was taken, the type of course, credit earned, and grades received. The Offerings and Enrollments Survey file contains data on each school in the sample and include variables such as size and type of institution, type of schedule used, ethnic composition of the faculty and student body, busing, types of programs and specific courses offered, school facilities, number of handicapped students, and school staffing. In addition, information is provided on academic and disciplinary policies, and perceived problems in the school. The Local Labor Market Indicators file contains economic and labor market data for the geographical area of each school in the sample, given both by county and by Standard Metropolitan Statistical Area. The School Questionnaire file incorporates data elements from both the Base-Year School Questionnaire and the First Follow-up School Questionnaire, along with other information from sampling files, into a single record for each school. Topics include institutional characteristics such as total enrollment, average daily attendance rates, dropout rates, remedial programs, provisions for handicapped and disadvantaged students, participation in federal programs, teacher retention and absenteeism, per-pupil expenditures, school rules and policies, and ownership and funding of nonpublic schools. The universe for this collection consists of all persons in the United States who were high school sophomores or seniors in 1980. The base-year High School and Beyond Survey (ICPSR 7896) used a stratified, disproportionate probability sample of 1,122 schools selected from a sampling frame of 24,725 high schools. Within each school, 36 seniors and 36 sophomores were randomly chosen. For the First Follow-Up, the National Opinion Research Center attempted to survey all 1980 sophomores and a subsample of 1980 seniors who participated in the base-year survey. Supplementary questionnaires were utilized for those 1980 sophomores who were not currently attending any school, had transferred to other schools, or had graduated early. The Transcripts Survey includes every secondary-school course taken by a sub-sample of the sophomore cohort. The Course Offerings and Enrollments Survey contains data from schools that were selected as first-stage sample units (clusters) for the sampling of students in the base-year survey, and in which sophomore High School and Beyond students were actively enrolled during the 1981-1982 academic year. For the Local Labor Market Indicators file, economic variables were...

MA: Primary Completion Rate: Male: % of Relevant Age Group data was reported at 95.265 % in 2016. This records a decrease from the previous number of 96.864 % for 2015. MA: Primary Completion Rate: Male: % of Relevant Age Group data is updated yearly, averaging 61.641 % from Dec 1973 (Median) to 2016, with 43 observations. The data reached an all-time high of 99.373 % in 2012 and a record low of 34.436 % in 1973. MA: Primary Completion Rate: Male: % of Relevant Age Group data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Morocco – Table MA.World Bank: Education Statistics. Primary completion rate, or gross intake ratio to the last grade of primary education, is the number of new entrants (enrollments minus repeaters) in the last grade of primary education, regardless of age, divided by the population at the entrance age for the last grade of primary education. Data limitations preclude adjusting for students who drop out during the final year of primary education.; ; UNESCO Institute for Statistics; Weighted average; Each economy is classified based on the classification of World Bank Group's fiscal year 2018 (July 1, 2017-June 30, 2018).

This data set contains the Federal Three-Year Graduation, Other Completer, Continuing Student and Dropout Counts and Rates by School District and High School for the 2012 school year Cohort. The three-year cohort rate (for 2012 this includes all students who started 10th grade in 2009-2010 plus students who transferred into the Utah public education system during high school) enables a comparison among all Utah local education agencies (LEAs), since approximately one-half of Utah high schools serve only grades 10-12. This section includes all schools and is therefore the most accurate for in state comparisons.

Nigeria NG: Primary Completion Rate: Female: % of Relevant Age Group data was reported at 68.910 % in 2010. This records an increase from the previous number of 68.415 % for 2009. Nigeria NG: Primary Completion Rate: Female: % of Relevant Age Group data is updated yearly, averaging 71.705 % from Dec 2000 (Median) to 2010, with 8 observations. The data reached an all-time high of 80.186 % in 2006 and a record low of 64.088 % in 2008. Nigeria NG: Primary Completion Rate: Female: % of Relevant Age Group data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Nigeria – Table NG.World Bank.WDI: Education Statistics. Primary completion rate, or gross intake ratio to the last grade of primary education, is the number of new entrants (enrollments minus repeaters) in the last grade of primary education, regardless of age, divided by the population at the entrance age for the last grade of primary education. Data limitations preclude adjusting for students who drop out during the final year of primary education.; ; UNESCO Institute for Statistics; Weighted average; Each economy is classified based on the classification of World Bank Group's fiscal year 2018 (July 1, 2017-June 30, 2018).

School achievement and failure have become growing political and social concerns due to the negative consequences of school failure for individuals and society. The inclusive educational movement, which calls for equal access, permanence, participation, and promotion of all students worldwide, poses many challenges for schools and school systems. As a public policy strategy, some countries have provided additional funds for incorporating non-teaching professionals such as school psychologists and social workers in regular K-12 schools. However, there is lack of research on the effects of these psychosocial professionals on student outcomes. This national multilevel study explored the effect of psychologists (n = 8,469) and social workers (n = 3,524) on indicators of eighth-grade (n = 147,531) and 10th-grade (n = 106,347) students' academic achievement and dropout in Chile. A multilevel secondary analysis was performed using national records of non-teaching professionals working as school staff members, achievement scores on the national SIMCE test, and dropout rates based on official records. Results showed that after controlling for individual and school variables known to affect achievement and dropout, schools with psychologists and social workers working as staff members had lower short- and long-term dropout rates. The presence and higher number of school psychologists per school was positively associated with higher math achievement, with a reduced effect in low-SES schools. Lower-SES schools with more social workers had higher math scores. These results support policies that increase funding for school psychologists and social workers, since their incorporation partly explains better school achievement and less school failure when controlling for individual and school characteristics, but emphasize the need to further explore the mechanisms through which school achievement and failure are developed with the support of psychologists and social workers in schools. We discuss the need to regulate the type of prevention and intervention strategies from a whole-school, evidence-based approach, as well as to incorporate psychosocial training modules and comprehensive guidelines as part of professional training programs and as certified requisites for working in schools.

This statistic reports the percentages of Alberta students in public, separate, francophone, charter, and accredited private schools who, within three and five years of entering Grade 10, completed high school (2011-2012 to 2015-2016). The high school completion rate reports the percentages of Alberta students in public, separate, francophone, charter, and accredited private schools who, within three and five years of entering Grade 10, received an Alberta High School Diploma; an Alberta High School Equivalency Diploma (GED); a Certificate of High School Achievement for completing Knowledge and Employability courses and the certificate requirements; entered an Alberta post-secondary program or an apprenticeship program; or earned credits in five Grade 12 courses, including one language arts diploma examination course and three other diploma examination courses.

In the academic year of 2022/2023, the Mexican state with the highest drop-out school rate for under-graduates was Sinaloa with 12.9 percent. Following with the second highest states were Coahuila and Nayarit with 11.7 and 11.5 percent, respectively. The state with the smallest drop-out share was Jalisco with 1.1 percent.

UA: Over-Age Students: Primary: Female: % of Female Enrollment data was reported at 7.058 % in 2016. This records an increase from the previous number of 7.028 % for 2015. UA: Over-Age Students: Primary: Female: % of Female Enrollment data is updated yearly, averaging 8.766 % from Dec 2002 (Median) to 2016, with 15 observations. The data reached an all-time high of 15.713 % in 2005 and a record low of 7.028 % in 2015. UA: Over-Age Students: Primary: Female: % of Female Enrollment data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Ukraine – Table UA.World Bank.WDI: Education Statistics. Over-age students are the percentage of those enrolled who are older than the official school-age range for primary education.; ; UNESCO Institute for Statistics; ;